Survey of workplace bullying in a Norwegian
hospital found that 10% of nurses, therapists, and
physicians (N=440) had witnessed bullying. Negative Acts Questionnaire (NAQ) scores were low,
Minnesota Satisfaction Questionnaire (MSQ) scores
were positive, and Organizational Commitment
Questionnaire (OCQ) scores were neutral. NAQ
scores and having witnessed bullying both predicted low MSQ scores, low over-all job satisfaction, and low OCQ scores. By psychometric triage, some of the NAQ’s 22 negative acts can be identified for priority administrative intervention based on a) the degree to which NAQ items predict decreased satisfaction and decreased commitment, b) the prevalence rates of
particular negative acts, and c) efficiency of
intervention. Psychometric triage recommended
intervention first on the problem of “necessary
information withheld”, which had an 18% prevalence
rate and predicted lower MSQ and OCQ scores. The
second priority should be on “pressure to give up
entitlements”, which had prevalence of 2% but also
predicted lower MSQ and OCQ scores. The third and
fourth priorities should focus on “tasks below level of competence” (reported by 51%) and on
“unmanageable workload” (reported by 28%), neither
of which predicted MSQ or OCQ scores.
We describe a psychoeducational program integrated in a basic computer skills course
for participants suffering from social anxiety. The two main aims of the course were: that the
participants learn basic computer skills, and that the participants learn to cope better with social
anxiety. Computer skills were taught by a qualified teacher. Psychoeducation and cognitive therapy
skills, including topics such as anxiety coping, self-accept, and self-regulation, were taught by a
clinical psychologist. Thirteen of 16 participants completed the course, which lasted 11 weeks.
A qualitative analysis was performed, drawing on observations during the course and on interviews
with the participants. The participants were positive about the integration of psychoeducation
sessions in the computer course, and described positive outcomes for both elements, including
improved computer skills, improved self-esteem, and reduced social anxiety. Most participants
were motivated to undertake further occupational rehabilitation after the course.